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Matter Lessons

Matter Lessons. The following Power Point is designed for teachers to use to plan inquiry-based matter lessons and to present these lessons to their students.

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Matter Lessons

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  1. Matter Lessons The following Power Point is designed for teachers to use to plan inquiry-based matter lessons and to present these lessons to their students. • The teacher slides give you an overview of the lesson, ideas for teaching each section of the lesson, and hints for facilitating the hands-on portions of the lesson. • The student slides are intended to be projected and/or printed and used by small groups during stations, investigations, or class discussions.

  2. Matter Lessons What is Matter? Teacher Slides 3 - 10. Student Slides 11 - 15. Conservation of Matter Teacher Slides 16 - 24. Student Slides 25 - 36.

  3. What is Matter?Based on Interconnections, Grade 5: What is Matter? Solid, Liquid, and Gas, pg. 153 Teacher Slides

  4. What Is Matter? Objectives and Indicators • Identify the physical properties of matter (e.g., hard, soft, solid, liquid, gas). ILOs • Observe simple objects, patterns, and events and report their observations. • Use classification systems. • Use data to construct a reasonable conclusion.

  5. What Is Matter? ENGAGE:Matter game EXPLORE: Students visit 3 stations (based on states of matter) and create a “rule” for each station EXPLAIN: Class discussion and introduction to the three states of matter ELABORATE:Rainbow Fish Lesson EVALUATE: Making Oobleck: Is it a solid or a liquid?

  6. Engage: What is Matter? Introduce students to matter with a quick game. Ask students name things that are in the room. Tell them you will tell them yes if what they name is matter or no if what they name is not matter (e.g., colors, lights, emotions). After you have taken ideas from students ask for a definition of matter. Discuss with students that matter is anything that takes up space and has weight. Matter is also made of atoms or molecules. Tell students that scientists classify matter in order to better study and understand it and that in today’s lesson they will figure out how scientists classify matter.

  7. Explore: What is Matter? Set up three stations in the room, one with containers filled with different liquids, one with “empty” containers, and one with solids. Have students visit the stations and record observations of the objects. Students can name the objects at the stations, but should also think about their properties (hard, flexible, flows, transparent, etc.). After students have visited each station have them determine the “rule” for how you classified the objects.

  8. Explain: What is Matter? Have students share their rules for each station. Try to guide students to recognizing that the stations were organized by solids, liquids, and gases. Discuss the properties of solids, liquids, and gases and use this discussion to come up with the definition for each state of matter. Definitions: • Solids have a specific shape and are usually hard. The molecules in solids are closely packed together. • Liquids take the shape of the container that they are in. The molecules in liquids slip and slide past each other. • Gases are free to move and spread out. The molecules in gases are constantly moving and are far apart. For a visual of the molecules in each state of matter: http://www.chem.purdue.edu/gchelp/liquids/character.html

  9. Elaborate: What is Matter? Rainbow Fish Lesson(available on website) In this lesson, students explore solids, liquids, and gases in the book The Rainbow Fish by Marcus Pfister. After reading and discussing solids, liquids, and gases, students make their own rainbow fish vial, using glitter (a solid) and baby oil (a liquid), that can be used as a mini toy or a necklace.

  10. Evaluate: What is Matter? Making Oobleck (corn starch and water) Give small groups ¾ cup of cornstarch, ½ cup of water, a bowl, and spoons. Have students mix materials to create oobleck. Have students record observations of oobleck and determine whether oobleck is a solid or a liquid. You may want to pull out science notebooks after clean up. Oobleck is fun, but messy! See pg. 154 in Interconnections for more information. Discussing Oobleck Have students share their ideas about what state of matter oobleck is. Focus on students supporting their claims with observations, rather than coming up with a “right” answer. Since students will want to know, oobleck is actually a colloid (sometimes called a Non-Newtonian fluid). It is a mixture of solid particles suspended in a liquid. Show student slide to explain why oobleck behaves both like a solid and a gas. RUNNING ON OOBLECK FOR A LITTLE EXTRA FUN: DANCING OOBLECK VIDEO

  11. What is Matter? Student Slides

  12. Classifying Matter Today in class you will visit THREE STATIONS. At each station make observations of the objects. Then develop a “rule” for each station. Classifying Matter

  13. Rainbow Fish Directions for Making a Glitter Tube • Take one vial. • Use the eye dropper to fill the vial with mineral oil. Leave a 2 cm space at the top of the vial. • Add a pinch of glitter. Use the bent index card to guide the glitter in the tube. • Visit a hot glue station and glue the top in place. • Tie a string around your vial if you want to make a necklace.

  14. Making Oobleck Oobleck Question: Is oobleck a solid or a liquid? Hypothesis: Observations: Conclusion: What do you think, is oobleck and solid or a liquid? Explain your reasoning.

  15. What is Oobleck? Actually, oobleck is both a solid and a liquid. When you make oobleck the solid cornstarch particles are suspended in the water particles. Scientists call mixtures like oobleck colloids or Non-Newtonian fluids.

  16. Conservation of MatterBased on Interconnections, Grade 5: Conservation of Matter, pg. 159 Teacher Slides

  17. Conservation of Matter Objectives and Indicators • Compare the total weight of an object to the weight of its individual parts after being dissembled. • Compare the weight of a specific quantity of matter before and after it undergoes melting or freezing. • Investigate the results of the combined weights of a liquid and a solid after the solid has been dissolved and then recovered from the liquid. ILOs • Given the appropriate instrument measure mass in metric units as specified. • Predict results of an investigation based on prior data. • Use data to construct a reasonable conclusion.

  18. Conservation of Matter ENGAGE:Apple Demonstration EXPLORE: Conservation of Matter Stations. Students compare the weight of whole objects and parts. EXPLAIN: Definition of Conservation of Matter and the Line of Learning (LOL) ELABORATE:Shrinky Dinks EVALUATE: Potato Chip Probe and Problem of the Week

  19. Engage: Conservation of Matter Weigh a whole apple on a plastic plate. (Using a plate helps to contain the juices and small apple pieces when you reweigh the cut apple.) Then ask students to predict how much the apple will weigh if you cut it into pieces. Record the number of students that choose: more, less, or the same weight on the board. Reweigh the apple pieces on the plate, but wait to reveal the answer until after students have had time to explore the conservation of matter stations.

  20. Explore: Conservation of Matter Students will visit 5 stations to develop their own definition of conservation of matter. At each station they will weigh matter before and after a change. Conservation of Matter Worksheet (available on website).

  21. Explore: Conservation of Matter If you want more than 5 stations or need some additional demonstrations to solidify conservation of matter for your students, consider these examples: ADDITIONAL IDEAS: • Piece of paper then origami shape (change of shape) • Make simple trail mix (parts to whole) • Lego pieces then make a sculpture (parts to whole) • Chocolate bar, then break apart bar inside package, which works well to not lose pieces (whole to parts)

  22. Explain: Conservation of Matter Ask students to share their results from the stations. Ideally, most students will have the same before and after measurements. Some measurements might not be exact. Explain to students that the scales are not perfectly accurate. If a measurement is within one gram it would most likely be the same weight before and after if students had used more precise scales. After sharing observations have students work together to write their own definition for conservation of matter. Then return to the apple, and ask students if they want to revise their predictions for how much the apple pieces will weigh. Reveal the weight of the pieces (hopefully, the same as the whole apple). Finally, as a class write a definition for conservation of matter under the Line of Learning (LOL)._______________ The law of conservation of matter states that even if matter changes form or shape it will still have the same weight.

  23. Elaborate: Conservation of Matter Make homemade shrinky dinks using #6 clear plastic containers (lids for salads or clamshells). Measure the weight of the plastic pieces before shrinking them and after. The weight will be the same. It works best to weigh everyone’s together in one pile, since the plastic is so light. Homemade ShrinkyDinks Permanent markers Regular hole punch #6 plastic Oven Cookie sheet covered with aluminum foil or parchment paper Scissors to cut the plastic Cut a shape out of the plastic (plastic shrinks about 1/3 of the original size). Our 2″ circle became about 3/4″ when shrunk. Color with permanent markers. Hole punch BEFORE baking. Bake at 350 for 2-3 minutes. You may need to flatten the shrinky dinks immediately after removing them from the oven. Sometimes shrinky dinks will curl up, but if you leave them in the oven for another minute or two they will flatten back down.

  24. Evaluate: Conservation of Matter Potato Chip Probe (in student slides) Have students select an answer and explain their thinking. Encourage students to use an example from class to further support their answer. Problem o f the Week: Conservation of Matter (available on website)

  25. Conservation of Matter Student Slides

  26. Conservation of Matter Your teacher will demonstrate how to use a scale to find the weight of an apple. 1. Weight of apple: _________ 2. Prediction: If your teacher cuts the apple, will it weigh more, less or the same? _______ 3. Weight of apple pieces: _____

  27. Conservation of Matter Stations Today you will visit stations to learn about conservation of matter. Directions • Read the direction card. • Find the before weight. At some stations you will have to add parts together. • Predict the after weight. • Do the experiment. • Find the after weight.

  28. Sugar Cube Station • Find the weight of one cup of water. • Find the weight of 3 sugar cubes. • Find the total weight of the cup of water and sugar cubes by adding your measurements together. • Put the three sugar cubes in the water. Swirl the cup so that they dissolve. • Make a prediction. Will the sugar water weigh more, less, or the same as the water and sugar cubes that you measured separately? • Find the weight of the sugar water. • Clean up your station.

  29. Ice in a Bag Station • Fill a bag with 5 pieces of ice. • Weigh the bag of ice. Record the weight. • Use the blow dryer and stop watch. Heat the bag of ice with the blow dryer for 1 minute. • Observe the bag of ice. What has happened to the ice? • Make a prediction. Will the melted ice weigh more, less, or the same as the bag of ice? • Find the weight of the bag of melted ice. • Empty the bag by pouring the contents down the sink. THINK ABOUT IT QUESTION: If you put the melted ice back into the freezer, how much do you think the frozen ice would weigh? Why?

  30. Manila Folder Station • Find the weight of the manila folder. • Cut the folder into about 10 or 12 pieces. • Make a prediction. Will the pieces weigh more, less, or the same as the whole folder? • Find the weight of the pieces of the folder all together. • Clean up the station.

  31. Clay Station • Give a piece of clay to each member of your group. • Quickly roll each piece of clay into a ball. • Find the weight of each piece of clay. Then add the weights together to find the total weight. • Smash the pieces of clay together. • Predict whether your new clay sculpture will weigh more, less, or the same as the total weight of all of the pieces. • Weigh your new clay sculpture.

  32. Cereal Station • Find the weight of 20 pieces of Cherrios in a Ziploc bag. • Make a prediction. Will the Cherrios weigh more, less, or the same after you crush the cereal? • Gently crush the cereal inside the bag. Don’t go too crazy . You don’t want the bag to rip. • Weigh the crushed Cherrios in the bag. • Clean up by throwing away the bag of crushed cereal.

  33. Conservation of Matter Stations Analyze your data from each station. Based on what you learned, write your own definition for the law of conservation of matter.

  34. Conservation of Matter The law of conservation of matter states that even if matter changes form or shape, it will still have the same weight.

  35. Shrinky Dinks Directions: • Cut your piece of plastic into a shape. • Decorate your plastic with permanent markers. BE CAREFUL NOT TO COLOR YOUR DESK! • Punch a hole in your shape if you want to be able to hang it. • Give your shape to the teacher to weigh everyone’s plastic shape before it goes in the oven and after it comes out of the oven.

  36. Potato Chip Probe Samantha has a bag of potato chips. She left it in her backpack and the bag was crushed by all of her heavy books. How do you think the weight of the crushed chips compares to the weight of the whole chips? Choose the best answer. A. The whole chips weigh more than all of the crushed chips. • All of the crushed chips weigh more than the whole chips. • The whole chips and the crushed chips weigh the same. Describe your thinking. Provide an explanation for your answer. ________________________________________________________________________________________________________________________________________________________________________________________________________

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